PEOPLE: International Journal of Social Sciences

ISSN 2454-5899

Hashim et al., 2019

Volume 5 Issue 2, pp. 531-551
Date of Publication: 27th December 2019
DOI-https://dx.doi.org/10.20319/pijss.2019.52.531551
This paper can be cited as: Hashim, H., Hashim, S. F., & Shuib, K. B., (2019). Child Friendly Urban
Neighborhood in Putrajaya, Malaysia. PEOPLE: International Journal of Social Sciences, 5(2), 531-551.
This work is licensed under the Creative Commons Attribution-Non Commercial 4.0 International
License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a
letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

CHILD FRIENDLY URBAN NEIGHBORHOOD IN

PUTRAJAYA, MALAYSIA
Habsah Hashim
Center of Town and Regional Planning Studies, Universiti Teknologi MARA, Malaysia
habsah99@yahoo.com

Siti Fatimah Hashim

Center of Postgraduate Studies, Universiti Teknologi MARA, Malaysia
hashimsdaughter@gmail.com

Kamarul Bahrain Shuib

Center of Landscape Architecture Studies, Universiti Teknologi MARA, Malaysia
drkamarul09@gmail.com
______________________________________________________________________________

Abstract
Putrajaya, Malaysia was developed by Putrajaya Corporation with a purpose of achieving
sustainability through maintaining a balance between the social aspect, the environment and the
economy. The planning was based on two fundamental concepts i.e. city in the garden and the
intelligent city. In line with this target, various initiatives to create a better quality of life for the
residents had been incorporated into the planning and design of the neighborhoods. Among
these initiatives include consideration towards the needs of children in their daily routine. This
paper discusses the findings of a study done to assess the residential environment in Precinct 11
Putrajaya in terms of the level of child-friendliness. The study evaluates five common areas
where children often goes to within an urban neighborhood and its surroundings. The five areas
are the residential blocks, parks and recreation spaces, school environment, commercial centers
and community facilities area. Primary data were gathered through guided observation,

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capturing of images through photography and also face-to-face interviews with adults who have
children aged between 7 to 12 years old at the selected locations during a two-week long field
survey. The observation checklist and the questionnaire were based on indicators that reflect
child-friendliness in terms of the social and physical environments. The study found that the
physical environments in most areas are responsive to children’s needs. However, the social
interactions in Putrajaya Precinct 11 neighborhoods are found to be limited and confined. Based
on the findings and indicators of a child-friendly environment, several suggestions are outlined
at the end of the paper in an effort to promote a better quality of life for children in the urban
neighborhoods.
Keywords
Urban Neighborhood, Child-Friendly Environment, Neighborhood Planning
______________________________________________________________________________

1. Introduction
The first thrust that the National Urbanization Policy was built upon called for “an
efficient and sustainable urban development” (Federal Department of Town and Country
Planning, 2006). In line with this target, the Malaysian government had attempted to provide
policies to bring about a better life to the people. Among these were the various initiatives to
promote a child-friendly environment in order to achieve the children’s needs and requirements
in the urban neighborhoods. In Malaysia, the issues regarding the child-friendly environment
were not being given due attention and according to Badaruddin (2015), currently the urban
design and housing settings are planned specially for adult without taking into consideration the
needs of the growing number of children. Due to this issue, Malaysia did not have a specific
guideline or framework to consider children’s needs in neighborhood planning and residential
development. Therefore, the need to promote child-friendly environment in the urban
neighborhoods in line with creating more sustainable cities and urban living was the basis for
undertaking this study.
Child-friendly environment, a concept being promoted worldwide, aims at fulfilling
children’s right at the communities and local authorities’ level. Highlighting several authors who
had stressed the importance of the environment for children, Oppong (2019) stated that “the
development of the individual learner in his/her early years is highly dependent on the social and
environmental context in which the individual finds him or herself”. In this respect, assessing
neighborhoods for child-friendliness is crucial because these are the first place where children

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interact with the outside world. According to Freeman & Tranter (2011), these is where children
“begin to encounter the world outside the home, where children make their first independent
forays and where they become part of wider public life”. Bartlett et al (cited in Freeman &
Tranter, 2011, p.77) explains that “this move to independence can only happen if the
neighborhood base is itself a place that provides good experiences”.
“Ideally, a neighborhood should be place where children can play safely, run
errands, walk to school, socialize with friends and observe and learn from the
activities of others. When neighborhood provide a secure and welcoming
transition to the larger world, children can gradually test and develop their
competence before confronting the full complexity of the city… also provide the
opportunity for children to begin to understand, accept and ideally enjoy
differences, a critical part of children development as tolerant, and responsible
citizens.”

There is a need for the city to become more child-friendly and there had been efforts to
help cities and communities to comprehensively and systematically assess themselves in terms of
child-friendly domains (UNICEF, 2008). Bedford, Jones and Walker (cited in Biddulph, 2007)
stated that living a more sustainable way would include the child-friendly environment, an
environment where kids can roam, play and socialize freely, rather than surrounded by traffic
and highway. The development of Putrajaya was based on the concept of garden city with a vast
network of open spaces and recreational areas which composed 38.83 percent of the total area.
This study focused on neighborhoods in Precinct 11, Putrajaya which covers 340.76 hectares.
The study aims at evaluating the neighborhoods and its surrounding environment in relation to
child friendly indicators. Objectives of the research are as follows:
i. To analyze the various environments that children often goes to within the
neighborhoods in the study area.
ii. To evaluate the children’s mobility within the urban neighborhood level.
iii. To propose actions in promoting child-friendly environment in urban neighborhoods.

2. Planning for a Child Friendly Environment

Planning for a child-friendly environment is a specific action towards achieving the
Sustainable Development Goals (SDGs) No. 11 i.e. Sustainable Cities and Communities. This
goal is geared towards making cities and human settlements inclusive, safe, resilient and
sustainable.

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Many authors share the view that the physical and social aspects are important
considerations to promote the development of a child-friendly environment. Children learn
through interactions with activities within their immediate environment. In describing the
UNICEF Child Friendly School Framework, Ferdousi (2018) stated that among the lessons that
children requires “include essential life skills aimed at keeping them safe and building the skills
they will need to fulfill their potential and contribute fully to society”. According to Broberg,
Kytta, & Fagerholm (2013), the child-friendly environment is related to safety, available green
spaces, variety of activities and settings, independent mobility possibilities and active
socialization or “neighborliness”. The integration of children into decision-making processes are
often included as an essential criteria of environmental child friendliness (Freeman & Tranter,
2011; Haider, 2007; McAllister, 2008). Horelli (2007) states that a more systematic definition of
an environment that is child-friendly is embedded in both the substantive and procedural theories
of a good environment. There are 10 normative dimensions of this definition which are family,
peers and community; sense of belonging and continuity; good governance; safety and security;
participation; housing and dwelling; basic service; provision and distribution of resources and
poverty reduction; ecology; and urban and environmental qualities.
In the social aspect, several authors studied the concept of independent mobility among
children. Malone and Rudner (2017) defined children independent mobility as children’s ability
to be free to move around in their environment without a parent or another adult. According to
Tosin and Ismail (2018), independent mobility means children’s opportunity of free play in the
neighborhood without adult supervision. Kytta et al (as cited in Tosin & Ismail, 2018)
highlighted that the study on children’s mobility was first analyzed in the 1990s by measuring
the territorial range which implies the “geographical distance from children’s home to places
where they have freedom to play and socialize...”. The concept of independent mobility enhances
physical activity and children’s opportunity to learn through interaction with their surroundings
as reported in past studies mentioned by Hanapi and Ahmad (as cited in Tosin & Ismail, 2018).
Stark, Fruhwirth, & Aschauer (2018) observed that there is a declining trend in active and
independent mobility for children aged 7 to 12 years. In this study, only the safety and security
aspects are included as indicators for the social component.
Barton, Grant and Guise (2003) advocated an inclusive environmentally responsible
model of neighborhood, which are relevant for making urban neighborhoods and environment

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more child friendly. There are three approaches in measuring child friendliness of an urban
neighborhood. Goosen, Z. (2015) summarizes these three approaches as follows:
i. Child Oriented Planning Approach - focused on integrating the concepts of safety, green
space, access and integration in the design and development of a child-friendly
environment.
ii. Urban Design Approach - focused on traffic calming element, separation, different
surfaces and sufficient benches in the design and development of a child-friendly
environment.
iii. Place Making Approach - focused on integrating concepts such as access and linkages,
comfort and images, uses and activities; and sociability.
Table 1 on the next page summarizes the criteria of child-friendly environment based on
the literature. Most of the indicators were included in the observation checklist for the field study
in Precinct 11 Putrajaya.

3. Existing Environment in Putrajaya

Putrajaya’s planning and development were driven by two fundamental concepts that are,
city in the garden and the intelligent city. These concepts are to guide the physical development
with a purpose to create a balanced and sustainable development encompassing the 3 major
components – social, environment and the economy.
Putrajaya applied the “neighborhood” concept for all its residential areas. This concept
was applied in each neighborhood within the larger residential precincts. The neighborhoods
were planned to have enough services, have good access and pedestrian paths, adequate facilities
that are well connected and have adequate landscaped open spaces which are to be well
maintained. Equally important in the neighborhood planning was to have a critical mass of
residents to make all residents feel livable and attain a good quality of life. In terms of the
physical form, each neighborhood is defined by roadways, open spaces or housing blocks and
parks.
In addition, each residential precinct must have at least one neighborhood park and not
far from a larger park beyond its boundary. Figure 1 shows the study area i.e. Precinct 11 and
the surrounding development, while Figure 2 shows the division of Precinct 11 into eight
neighborhoods for the purpose of this study.

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Table 1: Criteria of Child-Friendly Environment

No. Indicator Child-Friendly Environment
Children’s Needs
1. Children’s Safe outdoor play areas
Housing Needs Safe from traffic and pollution
(Social and Natural spaces
Physical) Private open space that is linked to communal open space
(Cooper and Communal spaces for adults and children to meet each other
Sarkissian, 1986) Private play spaces
Good management and maintenance regimes
House identity and variety in buildings
Street linkage & access to a wider environment that encourages independence
2. School as Com- Safety
munity Assets Accessibility
(Steen, 2003) Integration
3. Making Public Easily accessible and can be seen by potential users
Space work Beautiful and engaging
(Cooper and Accessible to children and people with disabilities
Francis, 1998) Provide a feeling of safety and security
Furnished to support the most likely and desirable activities
Provide an environment that is physiologically comfortable
Clearly convey the message that they are available and meant to be used
Offer relief from urban stress and enhance the health and emotional well-
being of its users
Are geared to the needs of the user group most likely to use the space
Encourage use by different groups
Incorporate components that can be manipulated
Children’s Right in a Child-Friendly City
1. Children’s Right Influence decisions about their city
(UNICEF, 2004) Express their opinion on the city they want
Participate in family, community and social life
Receive basic services such as health care and education
Drink safe water and have access to proper sanitation
Be protected from exploitation, violence and abuse
Walk safely in the streets on their own
Meet friends and play
Have green spaces for plants and animals
Live in an unpolluted environment
Participate in cultural and social events
Be an equal citizen of their city with access to every service, regardless of
ethnic origin, religion, income, gender or disability
Measuring Child Friendliness (Cilliers and Goosen , 2016)
1. Child Oriented Safety Green space
Planning Accessibility Tradition
Approach Integration Scale
2. Urban Design Traffic calming element
Approach Separation
Different surface and sufficient benches

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Figure 1: Surrounding development in Precinct 11 Putrajaya

Figure 2: The division of Precinct 11 Putrajaya

4. Research Methodology
The study seeks to evaluate the urban neighborhoods and its surrounding environment in
terms of children’s needs and requirements. The study undertakes primary data collection using
guided observation, capturing of images through photographs and also face-to-face interview

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with adults who have children aged between 7 to 12 years old. The specific observation points
were determined based on the children’s perspective indicators checklist that was derived using
the Analytical Hierarchy Process (AHP) method. The observation points were residential areas
(neighbourhood), education institutions (primary school and tuition centre), recreation area (park
and playground), commercial area and a public facility.
For the residential areas, samples were selected using the simple random sampling. From
the eight neighborhood areas in Precincts 11 Putrajaya, 10 streets were chosen for the guided
observation survey. The target respondents focused to children who were in primary school age
category which are between 7 to 12 years old. This fulfills the description stated in the
Malaysia’s Education Blueprint 2013-2025.
This study analyses the children’s physical environment and their usual movement to and
from home to school, tuition centers, parks and recreation areas, shops and one public facility.
The units of analysis of this research are the children’s physical environment. The data obtained
were analysed both quantitatively and qualitatively. The study analyses questions like: “does our
neighbourhood planning produce a child-friendly environment? Whether the environment in the
study area can achieve independent mobility of children?”

5. Discussion and Findings

5.1 Children’s Perspective Checklist
The children’s perspective checklist was used to assess and describe the current situation
in the study area. Table 2 shows the elements of each indicator that are included in the
observation checklist. The assessment categorized the existing condition of all observation
stations whether good, moderate or not in good condition. The observation stations cover:
- Residential areas (neighborhoods) – housing blocks on 10 streets (Jalan P11K/2,
Jalan P11H/1, Jalan P11B 1/6, Jalan P11A 1/14, Jalan P11/2A, Jalan P11F/1,
Jalan P11E/3, Jalan P11D/1, Jalan P11D/6 and Jalan P11C/16)
- Education (primary school and tuition center) - (Sekolah Rendah Kebangsaan
Putrajaya Presint 11 (1), Sekolah Rendah Kebangsaan Putrajaya Presint 11 (2),
Sekolah Rendah Kebangsaan Putrajaya Presint 11 (3) and a Tuition Center
located at the neighborhood commercial center)
- Recreation and Park (playgrounds in the neighborhoods and a park i.e. Taman
Saujana Hijau)

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- Commercial area - (Local neighborhood shops)

- Public facility (Pusat Kejiranan - the neighborhood center in Precinct 11)

Table 2: The Elements in the Observation Checklist

Observation Percentage Elements
Station (Indicator) (%)
Residential 100 - Street
(neighborhood) - Interaction
Education 100 - Entrance of school gates
(primary school - Road that lead to the entrance
and tuition center) - Distance from others indicator
- Connection to the pedestrian walkways, cycle lane
and zebra crossing
- Accessibility control
Recreation 100 - Accessibility control
(park and - Interaction
playground) - Safety and security
- Various facilities for children/disability people
- Connection to the pedestrian walkways, cycle lane
and zebra crossing
Commercial area 50 - Connection to the pedestrian walkways, cycle lane
and zebra crossing
- Accessibility control
Public facilities 50 - Accessibility control
(Pusat Kejiranan - Interaction
Precinct 11) - Safety and security

5.2 Neighborhood Environment

As shown in Table 3, the analysis for the neighborhood environment focused on two
elements which are the residential street and interaction. The assessment on the neighborhood
environment shows that the highest score of child-friendly environment in terms of physical
aspects is at Jalan P11F/11 while highest score of child-friendly environment in terms of social
aspect is at Jalan P11A 1/14. The residential blocks and the street at Jalan P11F/11 fulfill the
characteristics of a child-friendly environment based on the signages, playground, pedestrian
path along the road, pedestrian path between the houses and pedestrian path surrounding the
playground. These characteristics are shown in Figure 3. However, this street did not score high
in terms of the social aspect.

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Table 3: Assessment of the Neighborhood Environment (Physical Aspects)

Indicator Signage Playground Pedestrian Pedestrian Pedestrian Score
(Street) Path along path path
the Road between surrounding
the houses the
playground
Jalan 4 3 2 4 5 18
P11K/2
Jalan 3 - 4 - - 7
P11H/1
Jalan 4 - 3 3 - 10
P11B 1/6
Jalan 4 - 3 2 - 9
P11A 1/14
Jalan 3 4 4 3 5 19
P11/2A
Jalan 4 5 5 5 5 24
P11F/11
Jalan 4 - 4 4 - 12
P11E/3
Jalan 3 3 5 4 4 19
P11D/1
Jalan 4 - 5 5 - 14
P11D/6
Jalan 5 5 4 4 5 23
P11C/16
Scale: 1 (Least Child-friendly); 2 (Low Child-friendly); 3 (Moderate Child-friendly); 4 (Child-friendly);
5 (Most Child-friendly)

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Figure 3: Characteristics of Jalan P11F/1, Putrajaya

Table 4 shows the assessment of the neighborhood environment in terms of social

aspects. This assessment was related to the safety and security of children within the
neighborhood areas. Feedback gathered from the respondents of the 10 streets showed a high
satisfaction rate in Jalan P11A 1/14. Children and adult respondents in Jalan P11A 1/14 claimed
that they felt safe to be within their neighborhood areas. The interaction among neighborhood
has created a sense of security and safety for the children to socialize, play and walking alone
within their neighborhood. Figure 4 shows the characteristics of Jalan P11A 1/14, Putrajaya.

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Table 4: Assessment of the Neighborhood Environment (Social Aspects)

Indicator Child-friendly in terms of social aspect:
(Street) Perception on Perception on Society’s Score Observation
the safety level the safety of involvement in
of children in children in children’s
their their house programs in
neighborhood and its the
area surroundings neighborhood
area area
Jalan P11K/2 3 3 3 9 4
Jalan P11H/1 3 2 3 8 3
Jalan P11B 1/6 2 2 3 7 3
Jalan P11A 1/14 4 4 4 12 5
Jalan P11/2A 2 2 2 6 2
Jalan P11F/11 3 3 3 9 4
Jalan P11E/3 2 3 3 8 4
Jalan P11D/1 3 3 2 8 4
Jalan P11D/6 3 3 3 9 4
Jalan P11C/16 3 4 3 10 4
Scale: 1 (Very Disatisfied); 2 (Disatisfied); 3 (Slightly Satisfied); 4 (Satisfied); 5 (Very Satisfied)

Figure 4: Characteristics of Jalan P11A 1/14, Putrajaya

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5.3 Education Environment

As indicated in Table 5, the analysis for the education environment is focused on four
elements which are the entrance of school gates, the road leading to the entrance, the distance
from home, shops, parks and playgrounds, and the connection to the pedestrian walkways, cycle
lane and zebra crossing. The assessment of the four indicators on the areas outside Sekolah
Rendah Kebangsaan Putrajaya Precinct 11 (1), Sekolah Rendah Kebangsaan Putrajaya Precinct
11 (2), Sekolah Rendah Kebangsaan Putrajaya Precinct 11 (3) and a tuition center at the
commercial area shows that Sekolah Rendah Kebangsaan Putrajaya Precinct 11 (2) meets the
criteria for child-friendly environment more than the other 2 schools and the tuition center.
Assessment of the areas surrounding the schools discovered that there are safety issues
with regards to the connectivity between the pedestrian walkways, cycle lane and zebra crossing
at Sekolah Rendah Kebangsaan Putrajaya Precinct 11 (3). There is also conflict between
pedestrian, cyclists and vehicles. There are two zebra crossings in the study area. Both zebra
crossings are along the precinct’s main road. One zebra crossing has a traffic light while the
other was not fixed with a traffic light. There were more users, mostly children who used the
zebra crossing without the traffic light than the other crossing. This situation poses danger to
children who pass through the major road daily on their way to school. Figure 5 shows the zebra
crossing without traffic lights along the main road.

Figure 5: The Zebra Crossing without Traffic Lights along the Main Road

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Table 5: Assessment of the Education Environment

Indicator Entrance of Road Distance Connection Score
School Gate leading to from others to the
the entrance indicator pedestrian
walkways,
cycle lane
and zebra
crossing
Sekolah 4 5 5 3 17
Rendah
Kebangsaan
Putrajaya
Presint 11 (1)
Sekolah 5 5 4 5 19
Rendah
Kebangsaan
Putrajaya
Presint 11 (2)
Sekolah 3 3 3 2 11
Rendah
Kebangsaan
Putrajaya
Presint 11 (3)
Tuition 4 3 4 3 14
Centre
Scale: 1 (Least Child-friendly); 2 (Low Child-friendly); 3 (Moderate Child-friendly); 4 (Child-friendly);
5 (Most Child-friendly)

5.4 Recreation and Park Environment

Table 6 summarizes the assessment for playground and park environment. There are four
elements being analyzed i.e. interaction, safety and security, various facilities for
children/disable people and the connection to the pedestrian walkways, cycle lane and zebra
crossing. There are several observation stations at the playgrounds and the park (Taman Saujana
Hijau). Station point 2 of Taman Saujana Hijau and station point 2 of the playground at Jalan
P11A 5/8 were found to be the most child-friendly with a score of 14 and 19 respectively out of a
possible score of 20. The main issue for park environment is about the lack of access facilities
for people with disabilities and parents with small children with or without strollers. Figure 6
shows the playground at Jalan P11A 5/8 Putrajaya.

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Table 6: Assessment of the Recreation and Park Environment

Indicators
Interaction/ Safety and Various Connection to
Station Points Social aspect Security facilities for the pedestrian Score
children walkways,
/disable people cycle lane and
zebra crossing
Point 1 3 2 1 4 10
(Taman Saujana Hijau)
Point 2 5 3 1 5 14
(Taman Saujana Hijau)
Point 3 3 1 1 3 8
(Taman Saujana Hijau)
Point 1 (Playground at 5 5 4 4 18
Jalan. P11E/5)
Point 2 (Playground at 5 5 4 5 19
Jalan. P11A 5/8)
Point 3 (Playground at 3 3 5 5 16
Jalan. P11A 2/5)
Point 4 (Playground at 3 2 3 2 10
Jalan. P11C/10)
Scale: 1 (Least Child-friendly); 2 (Low Child-friendly); 3 (Moderate Child-friendly); 4 (Child-
friendly); 5 (Most Child-friendly)

Figure 6: Playground at Jalan P11A 5/8 Putrajaya

5.5 Commercial Environment

Assessment of the commercial environment as shown in Table 7 focused on two elements
which are accessibility control and connection to the pedestrian walkways, cycle lane and zebra

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crossing. Station point 2 of the local shops was found to be child-friendly with a score of 9 out
of 15 possible score. Figure 7 shows the commercial environment in Precinct 11, Putrajaya.

Table 7: Assessment of the Commercial Environment

Indicator Connection to the Accessibility Score
pedestrian Control
walkways, cycle lane
and zebra crossing
Commercial Area 3 3 6
(Point 1)
Commercial Area 5 4 9
(Point 2)
Scale: 1 (Least Child-friendly); 2 (Low Child-friendly); 3 (Moderate Child-friendly); 4 (Child-friendly);
5 (Most Child-friendly)

Figure 7: Commercial Environment in Precinct 11, Putrajaya

5.6 Community Facilities Environment

Assessment of three elements for the community facilities environment (Pusat Kejiranan
- the neighborhood center in Precinct 11) shown in Table 8 found that the area fulfills the child-
friendly criteria well. Based on the observation survey, residents in Precinct 11, Putrajaya make
full use of the neighborhood center including using it for recreational purposes. Figure 8 shows
the Pusat Kejiranan in Precinct 11 Putrajaya.

Table 8: Assessment of the Community Facilities Environment

Indicator Interaction Accessibility Safety and Score
Control Security
Pusat Kejiranan Presint 5 5 5 15
11 (Neighborhood
center)

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Scale: 1 (Least Child-friendly); 2 (Low Child-friendly); 3 (Moderate Child-friendly); 4 (Child-friendly);

5 (Most Child-friendly)

Figure 8: Pusat Kejiranan in Precinct 11 Putrajaya

5.7 Summary of Findings

Based on the analysis on residential areas (neighbourhood), education institutions
(primary school and tuition centre), recreation area (park and playground), commercial area and
a public facility in Precinct 11, Putrajaya, most areas are found to fulfill the child-friendly
environment characteristics in terms of safety, scale, accessibility and integration.
However, there are some issues regarding the lack of social interaction among the
residents in certain types of neighborhoods. This indicator is to understand the concept of child-
friendly environment in terms of neighborliness which refers to daily interchange between
people in the residential area. Based on the analysis of the neighborhoods and the recreation and
park environment, the study found that the children in the medium-cost housing area are
interacting with each other through play and socializing as opposed to the children in the high-
cost housing area who tend to play in their own home.
Most parts of the study area allow children to achieve independent mobility. Analysis of
the accessibility indicators within the radius of 1 kilometer at the residential areas
(neighborhoods), recreation areas (park and playgrounds), education (primary schools and tuition
center), commercial area; and public facilities (Pusat Kejiranan) in Precinct 11, Putrajaya shows
that these areas have easy access and the places are interconnected. The street and access to a
wider environment also provide independence to children.

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6. Recommendations and Conclusion

Based on the findings, several recommendations to improve the existing condition in the
study area are outlined. One of the strategies is to increase children’s mobility in Precinct 11,
Putrajaya by encouraging child-friendly transport mode like the “smart wheel” and campaigning
for walking to school as it not only can save parents’ time or money, but is also a healthier
option. According to the observation and analysis in the study area, the facilities in Precinct 11,
Putrajaya are well connected in terms of pedestrian walkways, cycle lane and zebra crossings.
The lack of traffic lights at a zebra crossing along the main road at Jalan P11 near Sekolah
Rendah Kebangsaan Putrajaya Precinct 11 (3) should be solved to reduce the risk of accident
among users especially children who used the road to get to school.
Strategies to increase active socialization or “neighborliness” among residents in the
neighborhoods is also crucial. Hashim (2005) stressed the importance of this aspect, stating that
“efforts to improve neighborliness in today’s urban community must be taken seriously because
the social values in the urban areas are characteristically different than the rural community”.
One way towards this end is to promote residential layout and design that encourage interaction
and involuntary encounters. In addition, strategies to make the residential streets lively through
various activities like organizing outdoor games or having a potluck among residents living
along the street is another option to increase neighborliness among residents. These measures
could contribute to creating a child-friendly environment through increasing social cohesion and
neighborhood integration.
The local authorities should also ensure neighborhoods in the urban areas like Putrajaya
adheres to the principles of a child-friendly city outlined in the UNICEF Child-friendly cities
initiative website (2018). Among others, the principles are to make children:
 Participate in family, cultural, city/community and social life.
 Live in a safe secure and clean environment with access to green spaces.
 Meet friends and have places to play and enjoy themselves.
This study is therefore important to improve the actions for making the urban
neighborhoods more child-friendly. Future research in this area could look at barriers within the
neighborhood and surrounding environment in pursuit of fostering children’s independent and
active mobility in their immediate surrounding and to evaluate the role of community groups to
better provide opportunities and activities for the betterment of children within the

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neighborhoods. Creating child-friendly neighborhoods is one of the many strategies towards

achieving the United Nations’ Sustainable Development Goals (SDGs).
Acknowledgement
The authors wish to acknowledge the generous support from the Ministry of Higher
Education (MOHE) Malaysia under its Fundamental Research Grant Scheme (FRGS) for
funding this research, and the continuous support from Universiti Teknologi MARA (UiTM’s)
Institute of Research Management and Innovation and the Faculty of Architecture, Planning and
Surveying.

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